Level 2: An integrated unit of work to teach the suffix ‘ing’

Unit overview

This unit of work, which takes place across five lessons presents a scaffolded approach to teaching the suffix ‘ing’. The key elements include:

Beginning on known Tier 1 vocabulary and extending to include Tier 2 vocabulary (see PDF Choosing Words to Teach- Tier 1, 2, 3 Vocabulary in Key concepts: Choosing Words to Teach - Tier 1, Tier 2, and Tier 3: Word/Semantic Relationships)
Introducing metalanguage about action verbs and tense
Using phonological awareness and phonics to assist spelling
Learning reliable spelling rules for doubling letters
Using children’s literature to consolidate understandings about spelling.

Additionally, this unit of work addresses:

Student talk for collaboration
Engaging comprehension strategies
Using mentor texts for writing
Using explicit and scaffolded teaching to support all learners.

Text: This unit of work draws on a text to support the learning.

Lion is that you? By Moira Court. Copyright © 2022, Fremantle, Western Australia: Fremantle Press. fremantlepress.com.au

Lesson 1: Identifying action verbs with ‘ing’ suffixes

Victorian Curriculum links

Level 2

Learn some generalisations for adding suffixes to words (VCELA217)

Recognise most letter–sound matches including silent letters, trigraphs, vowel digraphs and common long vowels, and understand that a sound can be represented by various letter combinations (VCELA218)

Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words (VCELA226)

English as an Additional Language (EAL)

Pathway A: Early immersion

Level A2: Ask for translation of specific words from other home language speakers (VCEALA096)

Level A2: Use a small range of common verb forms accurately (VCEALL103)

Level A2: Use a small range of basic verb forms accurately (VCEALL154)

Level A2: Use high-frequency words encountered in classroom activities (VCEALL155)

Learning intentions

We are learning that action verbs ending in ‘ing’ indicate ongoing actions. We are learning that the ‘ing’ part of an action verb is called a suffix.’

Success criteria

I can identify the suffix ‘ing; in action verbs.

Resources required

An anchor chart per student to record action verbs with double consonants and action verbs that do not have double consonants.

Group size

Whole group and partners

Lesson sequence

The teacher introduces the learning intention and success criteria, then asks students to carefully watch what the teacher is doing.
Dramatise an action. For example, picking flowers, brushing hair or driving a car. Students infer the teacher’s action. Record the action on the whiteboard and underline the action verb.
Encourage students to dramatise an action with a partner. Students may choose to use an idea that has already been modelled by the teacher or they may have a new idea to model.
Share some of the dramatisations with the whole class, adding to the list of actions recorded on the whiteboard.
Note the ‘ing’ ending to all of the action verbs listed on the white board. Explain to students that the ‘ing’ is called a suffix. Suffixes give us extra information about the word. The ‘ing’ suffix can tell us the action is ongoing. The time of the action (e.g. past, present, future) is determined by the auxiliary verb which comes before the action verb containing the ‘ing’ suffix (e.g. is, are, was, were, will be).
Note how some action verbs have double letters before the ‘ing’ suffix and some do not. Where needed underline or add the verb e.g. running: run running. Students refer to the list of verbs written on the white board to record. For example, action verbs with double letters can include sitting, running, swimming, drumming. Action verbs without double letters can include climbing, watching, picking, jumping.
Revisit the success criteria

Lesson 2: Spelling action verbs with 'ing' suffixes

Victorian Curriculum links

Level 2

Learn some generalisations for adding suffixes to words (VCELA217)

Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words (VCELA226)

Manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution (VCELA238)

English as an Additional Language (EAL)

Pathway A: Early immersion

Level A2: Ask for translation of specific words from other home language speakers (VCEALA096)

Level A2: Use a small range of common verb forms accurately (VCEALL103)

Level A2: Use a small range of basic verb forms accurately (VCEALL154)

Level A2: Use high-frequency words encountered in classroom activities (VCEALL155)

Learning intention

We are learning the spelling conventions (rules)for doubling letters when adding the suffix ‘ing’ to action verbs.

Success criteria

I can double consonants when needed in action verbs ending in ‘ing’.

Resources required

Rules for doubling consonants in action verbs ending in ‘ing’ displayed in classroom.
Flashcards with base action verbs written on them.
Counters

Group size

Whole group

Lesson sequence

The teacher introduces the learning intention and success criteria, then asks students to carefully watch and listen to what the teacher is doing and saying.
Use the verb list from the previous lesson and identify the base (or root) form of the word. For example, the base word for sitting is sit.
Use the think aloud strategy to model some of the common conventions (rules) for doubling consonants, when adding the suffix ‘ing’. These conventions include:

If the base word ends in a vowel and a consonant (VC), double the consonant when adding the suffix ‘ing’. For example, run changes to running. Words ending in w, x, and y can be exceptions to this rule. For example, mixing, knowing, playing. Other exceptions include busing and boiling.
If the base word ends in a vowel, consonant, consonant (VCC), do not double the consonant. For example, rest changes to resting.
If the base word ends in a vowel, consonant, consonant, consonant (VCCC), do not double the consonant. For example, watch changes to watching.
If the base word ends in e, drop the e and add ing. For example, take changes to taking.

Display these conventions (rules) on an anchor chart and check the list of words created the day before to see if they fit. Add words to the anchor chart to act as examples.
Play musical verbs using the words from the anchor chart. Spread flashcards which display action verbs in their base form (run, sit, stand, watch). Next to each flashcard have a small pile of counters. Have more flashcards than there are students playing the game. The students walk around the flashcards as music is played. When the music stops, students stand on one flashcard. The teacher calls out ‘double consonant’ or ‘no doubling of consonant’ or ‘drop the e and add ing’. Students who are standing on a flashcard where the rule applies pick up a counter. They may refer to the anchor chart if necessary. The aim is to collect as many counters as possible.
Link back to the success criteria with students.

Lesson 3: Finding verbs with ‘ing’ suffixes in texts

Victorian Curriculum links

Level 2

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (VCELT219)

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (VCELY222)

Learn some generalisations for adding suffixes to words (VCELA217)

Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words (VCELA226)

Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (VCELA237)

Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions through initiating topics, making positive statements, and voicing disagreement in an appropriate manner (VCELY244)

English as an Additional Language (EAL)

Pathway A: Early immersion

Level A2: Demonstrate active listening and follow speech (VCEALC083)

Level A2: Predict meaning from context in simple interactions or spoken texts (VCEALC086)

Level A2: Ask for translation of specific words from other home language speakers (VCEALA096)

Level A2: Use a small range of common verb forms accurately (VCEALL103)

Level A2: Identify key words and ideas from short, familiar spoken texts supported by context (VCEALL107)

Level A2: Identify and produce phonemes in blends or clusters at the beginning and end of syllables (VCEALL110)

Level A2: Understand information in texts read and viewed in class (VCEALC113)

Level A2: Contribute to shared writing activities (VCEALA142)

Level A2: Show interest in patterns of spelling (VCEALA147)

Learning intention

We are learning to select and spell action words with ‘ing’ endings in our own writing.

Success criteria

I can use action verbs to help me think about what is happening in the text.

Resources required

Copy of the picture story book Lion is that you? By Moira Court. Copyright © 2022, Fremantle, Western Australia: Fremantle Press. fremantlepress.com.au
Picture cues or labels for students who need extra support.

Group size

Whole group and small groups

About the text: Lion is that You? By Moira Court questions the popular notion that non-native animals may live in the Australian bush. The visuals on the first pages provide information about how these animals may have come to Australia. The following pages follow the same pattern. The narrator poses a direct question to Lion. For example,

Hey Lion,

Is that you amongst that scribble of vines?

Are lions covered in short, spiky spines with long curved claws on back to front feet?

The narrator then answers the question, providing a description of an Australian animal and what it is doing. For example,

That’s not Lion…that’s Echidna sniffing out ants to eat.

Each description of the Australian animal includes an action verb. For example,

that’s Bobtail warming up in the sun.

that’s Goanna hunting for bugs and eggs.

that’s Redcap picking sweet blossom treats.

The teacher introduces the learning intention and success criteria, then explains what the students are to do.
Students work in small groups and make lists of animals they would expect to find in the Australian bush and those they would not expect to find in the bush. Provide picture cues or cards with animal names for students who need support.
Read aloud the picture book Lion is that You? by Moira Court, using the modelled reading teaching practice to highlight how meaning is made across the pages.
Engage students in a whole group discussion about some non-native animals that live in the Australian bush and the reasons they were brought to Australia. For example, the camel in the Australian desert or the rabbit.
Highlight the use of Tier 2 vocabulary (see PDF Choosing Words to Teach- Tier 1, 2, 3 Vocabulary in Key concepts: Word/Semantic Relationships) and revisit in the text.
Focus on the pages describing the Australian animals and identify the action verbs with ‘ing’ endings that tell the reader what the animal is doing and when. Discuss what other action verbs the author could have chosen. Use the shared writing teaching practice to create new sentences using different action verbs. Link to the success criteria to ensure that the students refer to the spelling conventions (rules) for doubling letters, when adding ‘ing’.

Lesson 4: Independent writing: Putting verbs with ‘ing’ suffixes in contexts

Victorian Curriculum links

Level 2

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (VCELT219)

Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words (VCELA226)

Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (VCELA237)

English as an Additional Language (EAL)

Pathway A: Early immersion

Level A2: Demonstrate active listening and follow speech (VCEALC083)

Level A2: Predict meaning from context in simple interactions or spoken texts (VCEALC086)

Level A2: Use a small range of common verb forms accurately (VCEALL103)

Level A2: Participate in simple group activities based on shared texts (VCEALA119)

Level A2: Write sentences and phrases that reflect simple written-like structures (VCEALL152)

Level A2: Spell with accuracy familiar words and words with common letter patterns (VCEALL159)

Learning intention

We are learning to select and spell action words with present tense ‘ing’ endings in our own writing.

Success criteria

I can accurately spell action verbs ending in ‘ing’.

Resources required

Pipe cleaners

Group size

Whole group and small groups

The teacher introduces the learning intention and success criteria, then asks students to watch and listen carefully to what the teacher is doing and saying.
Model how to make a pipe cleaner animal. Draw attention to the use of verbs ending in ‘ing’ throughout the modelling. Students record on whiteboards the ‘ing’ verbs used. For example, I am bending this pipe cleaner, to shape the head. I am cutting these smaller pieces to make ears.
Students make their own pipe cleaner animal.
Students work in small groups and describe the action of their animal using verbs ending in ‘ing’.
Reread the shared writing from the previous lesson. Link to the success criteria and draw attention to the spelling of the ‘ing’ verbs and when consonants need to double.
Students create their own text about their animal.

Lesson 5: Consolidating understandings about the suffix 'ing'

Victorian Curriculum links

Level 2

Construct texts featuring print, visual and audio elements using software, including word processing programs (VCELY233)

Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (VCELA237)

English as an Additional Language (EAL)

Pathway A: Early immersion

Level A2: Demonstrate active listening and follow speech (VCEALC083)

Level A2: Predict meaning from context in simple interactions or spoken texts (VCEALC086)

Level A2: Use a small range of common verb forms accurately (VCEALL103)

Level A2: Write short, simple texts independently (VCEALC136)

Level A2: Write simple sentences with minimal reliance on copying (VCEALA140)

Level A2: Use a small range of basic verb forms accurately (VCEALL154)

Learning intention

We are learning to reflect on spelling strategies.

Success criteria

I can teach others how to spell verbs ending in ‘ing’.

Resources required

Electronic device for recording voice

Group size

Partners

The teacher introduces the learning intention and success criteria, and explains what students are to do.
Students talk with a partner about their understanding of how to spell action verbs ending in the ‘ing’ spelling.
Students discuss with their partner how they might instruct someone else about the conventions (rules)of spelling action verbs ending in ‘ing’.
Students record instructions on an electronic device.
Play back recordings for the whole group to listen to and link to the success criteria. Students write spelling conventions (rules) in their writing notebook/spelling folder.

Going further

Examine the list of verbs in their base form to see if the same conventions (rules) apply when the ‘ed’ suffix is added.
Explore more tier 2 verbs found in texts.
Plot related verbs along a continuum to show shades of meaning. For example, jogging, scurrying, running, sprinting, bolting.
The text Lion is that You? by Moira Court offers opportunity for further language work in rich description through the use of nouns and adjectives, as well as other spelling patterns such as y endings, silent e and trigraphs.